Principal instructional leadership for teacher participation in professional development: evidence from Japan, Singapore, and South Korea

• Published in: Asia Pacific education review Vol. 21; no. 2; pp. 261 - 278
• Main Authors: Kim, Taeyeon, Lee, Youngjun
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.06.2020; Springer; Springer Nature B.V; 교육연구소
• Subjects: Administrator Surveys; Coaching (Performance); Correlation; Cross Cultural Studies; Education; Educational Administration; Educational Change; Educational leadership; Educational Research; Evidence; Faculty Development; Foreign Countries; Government School Relationship; Instructional Leadership; Learning; Learning Activities; Lifelong Learning; Mentors; Principals; Professional development; Researchers; School Policy; School principals; School Restructuring; Teacher Administrator Relationship; Teacher Characteristics; Teacher Education Programs; Teacher Effectiveness; Teacher Improvement; Teacher Leadership; Teacher Participation; Teacher Promotion; Teachers; Teaching Methods; 교육학; South Korea; Japan; Singapore; Leadership in Asia; Professional development; Instructional leadership; TALIS
• ISSN: 1598-1037; 1876-407X
• DOI: 10.1007/s12564-019-09616-x

We investigated the relationship between principal instructional leadership and teacher participation in multiple types of professional development in Japan, Singapore, and South Korea. Using the Teaching and Learning International Survey dataset of 2013, we employed two-level logistic regression models to estimate the rigorous effects of principal instructional leadership that were separated out from teacher-level effects. We found that the influence of principal instructional leadership on teachers’ participation in professional development varied across types of learning activities and countries. Our analysis suggests that principal instructional leadership can influence teachers’ participation in mentoring, mentoring, peer observation, and coaching compared to the other types of professional development. Our study builds on and extends research on cross-national characteristics of teacher learning by adding evidence about the relations between principal leadership and teacher professional development in the three Asian countries.